PHYSICAL STANDARDS 
FOR BOYS AND GIRLS 



CHARLES K, TAYLOR, M. A. 




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The most perfect boy, physically, in 5,500. A fifteen- 
year Stuyvesant High School (New York City) pupil, 
who began, at 12, with a poorly-developed, flabby 
physique, with a score of about 78, and attained 150 
in three years. 



Physical Standards for Boys 
and Girls 

A handbook for the use of school 
physical directors, medical inspectors, 
Boy Scout leaders, and parents. 

by 
Charles K. Taylor, M.A. 

Director of the Department of Standards, Carteret Academy, 

Orange, N. J. Author of "Character Development", 

"Phj^sical Examination and Training", etc. 



The Academy Press 

Carteret Place, Orange, N. J. 

1922 



Gc^^^" 



Copyright 1922 
By Chas. K. Taylor 



(0)CI.A683408 

PRINTED BY LEFAX, PHILA. 



^^ 



TABLE OF CONTENTS 

Page 
Chapter One 

Theory 3 

Chapter Two 

Standardizing Boys 11 

Chapter Three 

Standardizing Girls 19 

Chapter Four 

Organization 23 

Chapter Five 

The Standardizing 30 

Tables of Measurements 36 

Final Reminders for Scoring 51 

Appendix 53 



»:.. 



CHAPTER ONE 

THEORY 

The tables of measurements contained in 
this hand-book are based on the anthropological 
fact that there is more than one normal type of 
human physique. This, of course, does not agree 
with the popular theory that there is only one 
normal type of build, and that this is the general 
average of all builds. On this theory we have 
tables of average weights for children of different 
heights and ages, with the emphasized statement 
that those who range in weight less than 7 per-cent 
below the general average for their age and height 
must be sub-normal in some manner, possessing 
malnutrition, perhaps, or other ill or defect. 

Now these tables have been gained through 
an immense amount of very praiseworthy effort. 
Children have been weighed by the thousand in 
order to gain the averages. And as averages they 
are exceedingly authoritative. Not only so, but 
by the circulation of these tables throughout the 
country, with much very valuable propaganda 
against malnutrition and other remediable ills and 
defects, a great deal of effective attention has 
been directed towards the problems concerning 
nutrition generally, and as concerns the school- 
child in particular, to the great benefit of the 
child. 



But by focussing attention on those who 
happen to be under the 7 per-cent Hmit of weight- 
difference already mentioned, we are actually 
unjust in two cases. That is, we are apt to 
class as physically subnormal children who are 
normally and healthily slender, and whom no 
feeding of any rational kind would make any 
heavier, unless it be considered desirable to 
produce merely ''fat" children. Besides judging 
physically sub-normal children who are normally 
and hereditarily slender, we also are apt to ignore 
the fact that a child may be up to average weight, 
and still be subnormal physically. Such a child 
may have serious defects, and may even have 
malnutrition, and yet be safe within the 7 per- 
cent limit. Yet this child, by the average weight 
standards, would be judged favorably, while the 
healthy, slender child would be dubbed ''under- 
weight," and perhaps be given an unhealthy 
interest and an anxiety in his or her weight for 
which there would be no justice or reason. Not 
only so, but the average-weight child, or even 
the child that is over the average-weight, may 
have a miserable physical development, be flabby, 
may lack stamina, and possess far less health- 
stamina than the wiry, active, slender child. 

And that brings us to a definition of "under- 
weight." This term is so often used that we 
will do well to make its definition clear. The 
popular meaning, festered by tables of average 
weights that have been sent broadcast, is this: — 



A child is "underweight" if his or her weight is 
more than 7 per-cent below the general average 
weight for the same age and height. 

We oppose that definition strenuously. It 
neglects the fact that it is as normal for some to 
be slender, and others to be stocky, as for still 
others to come somewhere between these two 
extremes. Therefore, we suggest this definition: — 
A child is "underweight" when his or her weight 
is below what it should be FOR THAT INDI- 
VIDUAL'S TYPE OF BUILD. How can you 
tell, then, by comparing a child's measurements 
with those given in tables of standards whether 
there is "underweight" or not? You can not. 
You can judge whether a child is underweight or 
not only by means of a medical examination. If 
such an examination, carefully done, results in a 
judgment that a child has malnutrition, or some 
other serious ill or defect, then you can well 
believe that the child's weight is below what it 
should be FOR THAT CHILD'S TYPE OF 
BUILD. If, however, the medical examination 
finds no serious fault, if the child is shown to pos- 
sess good health and has a reasonably well de- 
veloped physique, then you may feel assured 
that the child's weight is correct for that child's 
type of build, whether the child be slender or 
stocky, or near the general average. 

Unfortunately it is too customary to judge 
merely by a child's weight. So it is we find 
whole towns stating that a third of their children 



have ''malnutrition/' or that they are ''under- 
weight" or the Hke, while the fact is that they 
did nothing but weigh the children, and found, 
as was to be expected, that there was a wide 
variation, from slender to stocky. 

It is time, therefore, that we refuse to accept 
a mere weight comparison in lieu of a medical 
examination. Let us insist on a medical exam- 
ination for each child, with proper measures for 
all that suffer from curable or improvable ills 
and defects. Child-welfare workers, medical ex- 
aminers, and school nurses will find that they 
have fewer slender children to care for, but that 
they will find many among the average weight, 
or over-weight, seriously needing attention, so 
that their hitherto magnificent work will have 
even a broader scope than before! 

Let us make emphatic, then, what should 
be the first step when we decide to take an effec- 
tive interest in the physical well-being of the 
children in a school, or in a school system. Let 
us insist on a medical examination for each child, 
and on this examination let us base our judgments 
as to malnutrition and other ills, and let us remedy 
all ills and defects as rapidly as possible. There 
is no need to detail such matters. The medical 
and nursing staffs connected with our schools 
are becoming increasingly more competent. 

Then for the next step. When children are 
found healthy, or made reasonably healthy, we 
should see to it that they are given a muscular 



development corresponding to their type of build. 
The value of a strong musculature is greater 
than many suppose. It not only impels the 
possessor into beneficial exercise, but there seems 
to be a relationship between physical and mental 
efficiency. Here is an example — without going 
into complicated coefficients of correlation. A 
few years ago the writer calculated the physical 
standards, according to the method herein de- 
scribed, of the boys in The Speyer School, an 
experimental public school run jointly with Teach- 
ers College, New York City. 159 boys were 
taken into one grade, and these 159 divided in- 
to 7 classes, on a basis of intelligence, this latter 
judged through the most painstaking intelligence 
tests and corrected by class-room experience. 
The most intelligent class was called "Al," the 
next "A2r and so on, down to ''A7." In Al 
over half of the class had the hundred physical 
standard or better. In A7 not one boy came 
to 100. The writer has found a similar result 
in studying all the boys of 13 years in a large 
public school. They were distributed from the 
8B grade down to 4A. And although there were 
exceptions, as a general rule the higher the grade 
the higher the physical score — ^as might be 
expected. Now it is very true that bright school 
children are sometimes found, who make splendid 
"reports" for a while, and who obviously are miser- 
ably developed. But these are the exception. 
The effective mentality, in the long run, seems to 



go with the effective physique. Furthermore, the 
writer in many cases has observed a class-room 
improvement following a marked increase in 
physical score. 

One more note on the same subject. The 
Singerley (public) school, of Philadelphia, tried 
out the height-weight system for two years. At 
the end of that time the principal reported not 
only a markedly better behavior record in that 
school, but the highest percentage of promotions 
in the history of the school. The average phys- 
ical score, in the two years, had increased from 
93 to 99. 

In general, it is probably very safe to claim 
that there is a relationship between mental and 
physical efficiency, and, not only so, but very 
probably between physical efficiency and char- 
acter stamina. The writer has observed some 
very remarkable transformations of character 
coming with the development of a flabby muscular 
development into a hard and efficient one. The 
very expression of the face seems to change, 
taking on firmer and stronger lines. 

But outside these particular reasons, well 
developed muscles are valuable in themselves, 
making their possessor more ready to meet many 
emergencies requiring physical fitness and rapid 
co-ordination, and stimulating their owner to 
take part in out-door games and sports that 
mean so much for health and all-around develop- 
ment. 



10 




A Slender, Medium, and Heavy Type boy. Not 
one has a physical flaw, each one representing an 
hereditary family type. This being so, would it not be 
absurd to judge the first and third boys by the standard 
set by the second one? 



Yet it is amazing how few schools and how 
few school systems are effectively interested in 
physical development. It is likely that we have 
all been paying so much attention to mere weight 
that development has been seriously neglected. 
Yet development is far too important a matter 
to leave to chance. It is worthy of our most 
serious attention. Let us, therefore, bother a good 
deal less about the weight of healthy children, 
but see to it, as we have said, that they are given 
a physical development proportional to their type 
of build. 

One great fault of the general average idea 
is that it provides a standard impossible of attain- 
ment, not only to the normally slender, but also 
to the normally stocky. True it is, we are rather 
inclined to stuff the one and to starve the other, 
in a completely hopeless attempt to force them 
to change their hereditary types of build and ap- 
proximate the average. But there is no reason 
to believe that even this average is ideal. The 
statistician of the Metropolitan Life Insurance 
Company assured the writer that it is the slender, 
the so-called ''underweight," who are the longest 
lived! 

It is unfair, then, to compare the measure- 
ments of children with standards that are im- 
possible for them to approximate. The only 
fair judgment, then, is in comparison with an 
attainable and satisfactory standard for the same 
type of build. 

The tables of standards contained herein are 
arranged on this basis. That is, they provide 

11 



for five grades of build, ranging from slender to 
stocky or "heavy." They represent nearly twelve 
years of study. Over 5000 healthy boys alone 
were studied and measured and their measure- 
ments ranged into the tables.* The tables for 
girls are based on a smaller number of individual 
measurements, and so are not as satisfactory as 
the writer would like to have them. They have 
been given thorough trial, however, and subse- 
quently gained data will make little change, and, 
as with the tables for boys, they will be found 
very illuminating in obtaining a judgment as to 
a girl's physical development. 

As healthy children only were used, the 
measurements run a little over the general aver- 
age, as might be supposed. But then the writer 
sees no reason for making the average the ideal. 
It is well to strive, in physical development, for 
something better than the average, and the 
writer made it a special point to incorporate 
into the tables measurements of as many par- 
ticularly well developed children as he could 
find. So, though the measurements given are 
over the average, they are quite attainable for 
children of the various types, and so provide a 
goal that is not an impossible one, as is the gen- 
eral average standard both for the normally 
under-average and normally over-average weights. 



♦Tentative tables were first published in the American Magazine, 
and then, successively, and constantly improving, in two books "The 
Physical Examination and Training of Children," John C. Winston Co., 
and "The Boys' Camp Manual," Century Co. 

12 



CHAPTER TWO 

STANDARDIZING BOYS 

Few medical examiners and physical directors 
realize in full the effect upon a boy of being meas- 
ured. This process alone is a great stimulus 
toward an interest in physical development and 
training. It doubtless goes back to the primi- 
tive desire to be strong. 

Measuring a boy, then, is the first step in 
developing an effective interest. The next step 
is to use the love of competition that is an innate 
quality, and one that can be used in many ways 
as a direct aid in worth-while educational matters. 
There are some, of course, who decry competi- 
tion in any form. It is just as sensible to con- 
demn many wholly innocent games merely be- 
cause they can be used for gambling purposes. 
Some competitions are doubtless undesirable, but 
a competition in things that are worth while brings 
out the very best exertions and often high qual- 
ities of character. Life itself is a competition of the 
most serious kind, and those who would bring 
up a boy unacquainted with competition in any 
form might prepare him for some far distant, 
lovely and etherial existence, but he would not 
be prepared for this world! 

We are used, of course, to competitive effort 
in sports, and this must be handled with care. 

13 



But an immense amount of good can be done by 
putting physical improvement on a competitive 
basis, and this is something that can be done by 
the height-weight method of scoring. 

It is the custom of many schools where 
physical measurements are taken, to send home, 
every spring, reports concerning the increases in 
those measurements, and term them "gains." 
Now a boy may have increased all over and may 
have lost in physical development instead of 
gained. It has, however, been exceedingly diffi- 
cult to separate increases due to mere growth 
from those due to actual improvement. This is 
something that can be done through the height- 
weight system. 

When a boy is taller and heavier after a 
period of time has gone by, then all of his other 
measurements must have increased in propor- 
tion if he is to have even the same score he started 
with, because of his growth in height and weight 
he will be judged by a proportionally higher 
standard than before. The requirements for all 
the other measurements have increased in pro- 
portion to his height-weight gains. If, however, 
the boy's score has actually increased, then you 
know that some or all of these other measure- 
ments have increased BEYOND that required 
by proportional growth, and you have an actual 
improvement registered. 

This, then, makes possible two competitions 
in a school, or between schools. The strong 

14 



boys, who could not improve very much, no 
matter what they did, can compete for the high- 
est score, and the boys with the worst physiques 
have the best chance in the "improvement" 
competition, the per-cent of gain being the de- 
termining factor. That is, a boy may begin 
with the low score of 75 and increase to 90. This 
would give him a gain of 20 per-cent, a very fine 
gain indeed. The writer has seen a gain of over 
40 per-cent during a school year. 

It helps materially to maintain interest if 
boys who have measurements below standard 
can report, at fairly frequent intervals, and see 
if they have made up the deficiency, or at least 
see if they are gaining. With the above competi- 
tions instituted, and with frequent reports made 
possible, amply sufficient interest is aroused to 
keep the great majority of deficient boys steadily 
at work, and they will do their special exercises 
at home, faithfully, for months at a time! Few 
except physical trainers would believe how great 
an interest can be aroused by so simple a process, 
how easily it can be maintained, and how effec- 
^tive in results, not only physically, but in other 
important ways. 

The writer saw, a few years ago, an amazingly 
interesting competition of this kind, between 
four public schools of a large city. The judge 
was Dr. R. Tait McKenzie, Physical Director of 
the University of Pennsylvania. In each school 
the five boys having the highest score were on 

15 



hand, with hundreds of their school-mates to 
cheer them. The event was held in a fortunately 
very large Y. M. C. A. gymnasium. The first 
five boys stood in a row, stripped, and Dr. Mc- 
Kenzie selected the boy with the best develop- 
ment, explaining in what ways he was superior 
to the other four. Five boys from the second 
school stood before him, and again the best one 
of the five was selected. A complete silence 
reigned among the great crowd of school-boys 
present, and a round of hand-clapping when the 
best developed boy of each five was chosen. 
Finally Dr. McKenzie had before him four boys, 
each one the best in his own school. The juvenile 
audience broke loose with cheers and stampings as 
Dr. McKenzie finally selected the best one of the 
four— as fine a looking specimen of boyhood as 
could be imagined— an 8B grade boy of thirteen. 

Does one have to detail the effect of such an 
exhibition and of such competitions in the schools 
themselves? The principals of the schools con- 
cerned commented not only on the steady interest 
in physical training, and its effect upon smoking— 
which was given up, and corner-lounging— which 
gave place to hiking, and upon other and worse 
failings, but also the excellent effect on the tone 
of the whole school, and even a marked effect 
upon the routine class-room work. 

It might be feared that such a program, 
however fine, might require the services of too 
many instructors. This is not the case. After 



16 




A wonderfully developed 13-year boy (Medium Type) 
who won an inter-grammar-school "best physique" 
competition, with a score of 135, the judge being Dr. R. 
Tait McKenzie, of the University of Pennsylvania. 

Height, 61 inches; weight, 97 pounds. The ideal is 
not over-development, but sufficient and symmetrical 
development. 




This 12-year boy, stimulated by photograph compe- 
tition, and fairly frequent measuring, carried on simple 
exercises at home, and made the indicated improve- 
ment in about 5 months. 



the boy has had his medical examination, and is 
given his physical score, all the instructor has 
to do, usually, is to describe what exercises will 
aid in removing the "minuses" and in converting 
them into ''plusses." The boys will do the rest 
at home. They will want to do it. And they 
will do it effectively. This, of course, does not 
apply so thoroughly to corrective work of a more 
serious nature. Exercises in such cases must be 
prescribed by specialists. We are referring par- 
ticularly to exercises that may be done by the 
boys in order to bring their physical development 
up to a satisfactory standard for their height 
and weight. 

THE TABLES 

The tables will be found arranged for five 
gradations of build, ranging from slender to 
heavy. There could well be other tables filling 
in between each pair of these, but in a great 
majority of cases these bring the height-weight 
combinations very close to those of a great 
majority of boys. 

Let it be emphasized that these tables are 
for use with children who are healthy. When a 
child has malnutrition, or other ill serious enough 
to affect weight and general well-being, then it is 
likely that the child's weight is not correct FOR 
THAT CHILD, so the first step is to remove all 
causes of ill-health. Only when this is done 
should we plan to bring the development of a 
child to what it should be. 



17 



Besides muscular development the matter of 
posture must receive much consideration. Now 
very often a bad posture is the result of a weak 
muscular development, and all the talking in the 
world will not help very much. Development of 
the muscles involved, however, will often have 
the desired effect, and this, plus the stimulus of 
not too frequent remark and, particularly, an 
occasional exhibition of a good and bad example 
of posture, will accomplish the desired end. 

Another very strong appeal to a boy to work 
for a better posture and a better all-around de- 
velopment is gained through the profile photo- 
graph. A number of schools have had great 
success through the use of this adjunct. The 
plan is to photograph all the boys in a school, 
wearing no more than running-pants or tights, 
taking the profile view, and then posting them all 
where the boys can see them and compare them. 
The writer has found it good economy to take 
six or seven boys at a time on a 5 by 7 plate. 

The result is that boys having bad posture, 
or inadequate development, or both, are seriously 
annoyed to see what they look like when com- 
pared with boys of good posture and develop- 
ment. It appeals directly to a strong primitive 
desire to be strong, and is very effective in develop- 
ing a real ambition to be physically perfect. It 
has been found very effective, too, to re-photo- 
graph boys who have made marked improvement, 
and to replace their old photograph with the new 



one. Frames can be made cheaply which allow 
the rapid insertion and removal of individual 
photographs. 

So much for the general theory of the height- 
weight system, and for the means that can be 
used to arouse and maintain an interest in physical 
development. It might be mentioned briefly 
that the interest thus aroused gives the physical' 
trainer, the medical inspector, and the principal 
of the school, an influence of great strength that 
can be used very effectively in making appeals for 
moral cleanliness and good habits generally. It 
is extremely likely that sex-hygiene teaching in 
schools does much more harm than good. It 
is based on a false theory — ^the theory that a 
knowledge of "facts" will affect behavior. It 
will do nothing of the kind. The drunkard 
knows all the ''facts" against his drinking, and 
the thief all the "facts" against his stealing, but 
the one will drink and the other steal until their 
ideals change. A boy will be morally decent if he 
is given high ideals. And a thorough interest in 
physical training, backed by steady and rational 
participation in out-door games and sports, will 
make unnecessary any worry concerning morals. 
Ideals and physical training are the solution! 

A physical trainer who believes his work 
concerns nothing but physical training is losing 
sight of one of his greatest fields of usefulness. 
Because of the interest a normal boy takes in such 
work, that of the physical trainer can be an 

19 



influence of unusual power, one that can. be used 
very definitely and directly in aiding a boy to 
develop good habits, to abandon bad ones, and to 
work towards healthy, self-respecting manhood 
and good citizenship! 

It is not the province of this handbook to 
take up the question of games and sports, but this 
point must always be emphasized — there is far 
more benefit in a variety of out-door games and 
sports, rationally managed, than in all the indoor 
gymnastics and basket-ball in the world. It is 
true that boys are likely to specialize in one kind 
of out-door sport, and this may be one not bring- 
ing a well-rounded development, and, too often, 
physical directors are likely to let the general 
good suffer for the sake of a winning first team. 
Nor are the physical directors always to blame, 
for often, no matter how well the director brings 
along the great majority of his boys, his reputa- 
tion, if not his very position, depends on what he 
does with the one team. And this despite the 
great deal of open criticism that has been made 
on the subject. 

Unfortunately, for the great mass of city 
school children there is little possibility of any 
general acquaintance with the best out-door 
sports, and restricted school-yards present few 
possibilities. But even these must be used, and 
games appropriate for narrow quarters utilized, 
so that at least some organized open-air play can 
be brought to aid in the all-around physical 
development of children. 

20 



CHAPTER THREE 

STANDARDIZING GIRLS 

In general, the same theories apply to the 
standardization of girls that apply to boys. We 
must first assure ourselves of the girl's health 
before we can attempt to obtain a reliable physical 
score. 

Several important factors come into play, 
when the physical training of girls is considered, 
which do not affect that of boys — or at least 
to a very small degree. 

First of all, the average girl is not interested 
in physical development. To be strong does not 
appeal nearly as much as her appearance. To 
be sure, this is beginning to give way, particularly 
in high schools and private schools, because of 
the increasing interest that older girls are taking 
in athletic sports. And this latter is encouraging, 
for it shows that there is no inherent reason why a 
girl should not be given an interest in muscular 
development, and the present lack of interest is, 
likely enough, the result of custom and lack of 
opportunity. And the writer has known girls 
as young as twelve to be very aggressively in- 
terested in such matters, and to start a process 
of training that was carried on for two or three 
years with a steadiness that resulted in a splendid 
physical development. 

21 



In general, however, it takes time to arouse a 
general interest of this kind, and such a matter as 
physical measuring can usually be taken up only 
after a year or two of education and encourage- 
ment. It can be done, however, with excellent 
results, as the records of some high schools and 
private academies show. 

It is well, then, unless you are very sure of 
your group, not to begin a physical measuring 
process off hand, without warning and an educa- 
tional process planned to arouse interest in the 
subject. Under ten years there are no difficulties 
to speak of, and it may be considered good policy 
to begin with the younger ones and continue the 
process with their group and the succeeding ones 
as they pass through the school, and the very 
fact of such a procedure taking place with younger 
girls is apt to influence the older ones favorably. 

Different methods apply to different kinds 
and types of schools and to different kinds of 
communities. It is here that the judgment of 
the principal must decide. 

The second important factor concerns the 
standards themselves. The plan cannot be as 
simple as that which serves well for boys and 
young men. For instance, suppose a girl is 54 
inches tall. She may be pre-adolescent, adolescent, 
or post-adolescent. Her age cannot always help 
in judging which. Very obviously a set of stand- 
ards suitable for pre-adolescent girls will not do 
at all for physically mature girls of the same 

22 



height, or even of the same height and age. The 
whole type of build has changed markedly. 

So, if we can use five sets of standards for 
boys, ranging from slender to heavy, we must 
use at least ten sets of standards for girls, allow- 
ing five each for the pre-adolescent and post- 
adolescent. We might even provide a third set of 
five for the adolescent stage, though in practice 
we find that the two sets do quite well, and these 
two sets are given in this handbook. 

With girls the question of posture is much 
more serious than with boys. Not only does the 
average girl's lack of exercise have its effect, and 
the way many girls have of curling up the same 
way on chairs and lounges, but many purposely 
take a slouching posture as a kind of pose. 
But a girl can be appealed to very strongly if 
she is shown conclusively the effect of bad pos- 
ture on appearance, and this can be done by 
actual example, or even by photographs. As 
with boys, however, if the proper muscles are 
developed — if the muscles of the back, abdomen, 
and across the shoulders are made hard and firm, 
a girl or boy will tend to assume a good posture. 
Posture is so important a matter in many ways 
that in school competitions for best build, posture 
should be made to count, too, so that in the case of 
two contestants with the same score the one with 
the better posture should be given the award. 

With girls, as with boys, the interest in 
competition can be used to a worth while degree, 

23 



even if not with so strong an effect — competitions 
for best build, for the benefit of those already- 
strong, and for highest per-cent of improvement, 
for those of poor build. 

As with boys, the physical director can come 
to a close relationship with a girl and can be of 
immense aid during the trying years of a girl's 
development, not only physically, but mentally 
and morally. 



24 



CHAPTER FOUR 

ORGANIZATION 

A school organization, of whatever size, should 
provide both for an experienced medical examiner 
and a physical trainer. This is a most serious 
proposition in rural schools, it is true, though here 
and there rural districts are combining forces, 
and with the use of motor busses, children from 
quite a large area are able to attend first class 
schools, and such schools can make adequate 
provision for such matters. The small, one-room 
rural school, however much it may need such 
attention, is too often largely dependent on the 
gratuitous aid of some good-natured physician 
and on such physical training as the one teacher 
can give. The handicaps under which such schools 
labor, are, however, receiving more and more at- 
tention, so that before long it may become a prev- 
alent custom to have medical inspectors and 
physical trainers who, by automobile, can care for 
quite a large area. 

Too often, when a school is fortunate enough 
to have both a medical inspector and a physical 
director, there is too little co-operation between 
the two. The physical director should not only 
have access to, but be very familiar with, the 
records made by the physician, for very often 
the special exercises and the sports and games 

25 



have to be modified very much to fit the needs of 
children who are laboring under various diffi- 
culties, some of which would not be obvious to 
the physical director. In such hard driving games 
as basket-ball, and in running events, an intimate 
knowledge of the medical records is vitally neces- 
sary. Basket-ball particularly has an evil record 
when used by children of the fast-growing age. 
No boy or girl should play it at all unless the 
heart is absolutely sound, and even then the 
play should be limited to very short periods, with 
frequent rests. This game requires a maximum 
of sustained effort and is the cause of no little 
heart enlargement. 

Again, medical examiners often find faults 
that may be remedied at home, through chang- 
ing or improving the diet, by giving a child more 
sleep, or something of the kind. These faults 
are too often recorded by the examiners — and then 
nothing is done about it. Fortunately, here and 
there, the school nurse has become a real and 
effective institution, and where they are we can 
be more sure of a co-operation between the medical 
examiner, the school and the home, making for a 
rapid elimination of remediable ills and a much 
higher percentage of children who are in good 
health. 

It is to be remembered that the use of the 
height-weight system of standards depends on 
this very matter— the bringing of all children 
as near as possible to a perfect health standard 

26 



first. The medical examination is absolutely es- 
sential, and as we have said before, it is essential 
for all children, whatever their type of build may 
be, from slender to heavy. 

The recommendations of the medical exam- 
iner being followed, then, and the physical director 
being acquainted with the medical records, the 
measuring of the children can be carried out with 
some significance. When schools are co-educa- 
tional, as most lower schools are, then the com- 
bined efforts of trained men and women are both 
needed to gain the measurements and physical 
scores of the boys and girls. The records should 
be kept on individual blanks where, under the 
measurements of the child, can be placed the 
standard measurements for the same height and 
weight, and, under that, the points added or sub- 
tracted depending on whether the child's measure- 
ments go above or below the standard. The 
child is given 100 to start with. With boys 
shoulder-girth, upper arm girth, chest-girth and 
calf girth have 3^ inch counting one point. Chest 
expansion and the difference in girth of the upper 
arm when contracted count 1 point for each y^ 
of an inch above or below standard. With hips 
and thighs 3^ inch counts 1 point. With girls the 
same scoring is used, only that with hips and 
thighs 1 inch counts a point. 

When the scores are found, it is effective to 
have the scores of all the children in the school 
posted where they can see them, and after each 

27 



score should be indicated just where the minuses 
were gained. This helps the child to focus at- 
tention to particular needs, and also aids in awak- 
ening the spirit of emulation. After this is done, 
periods can be set when a child can report for 
exercises that will aid in getting rid of the minus 
quantities. We cannot take up in full a series of 
such exercises. The writer has already done so 
in a previous text-book. But a few suggestions 
may be found useful. 

The best exercises for making up deficiencies 
are those which require a concentration of the 
mind on the exercise. An exercise that will do 
this will be more effective than weights, dumb- 
bells, or other apparatus. Such exercises are the 
so-called "resistance" movements, which require 
that one set of muscles be opposed by another set. 

SPECIAL EXERCISES. 

For instance, here is a powerful exercise for 
developing biceps and triceps. Place the hands, 
palm to palm, in front of the chest, with the 
right palm, say, facing outward. Force the right 
hand straight outward, then, against a firm and 
steady resistance of the left hand. Resist strong- 
ly, yet allow the right hand to go outward so that 
the right arm is out at full length in about two 
seconds. Then have the left hand push the 
right hand back to the chest again, slowly and 
resisting strongly. When a boy is doing this, 
have him notice how the right triceps and left 

28 



biceps are being used. Then reverse the hands, 
when fatigue begins, and push outward with the 
left hand. Now the left triceps and right biceps 
are obviously being used. The beauty of this 
and similar exercises is that only by concentrat- 
ing the mind on the exercise can there be any 
resistance. And so it is that the writer has found 
it exceedingly effective, with girls as well as boys, 
in bringing up the various minus quantities. 

Following the same theory — clench the fingers 
of the hands together, raising the elbows at each 
side the height of the shoulders, then let the 
right hand pull the left one over to the right as 
far as possible, then let the left hand pull the right 
one over to the left as far as possible. Continue 
till fatigue begins. This will be found to affect 
strongly the muscles across the shoulders. Here 
is another, helpful when the shoulders stoop 
forward over a flattened upper chest. Clench 
the fists in front of the chest and raise elbows to 
the height of the shoulders. Now slowly, resist- 
ingly, move the fists upward and backward, back 
past the ears and close to them. Then relax and 
bring them forward to the front of chest again. 
Repeat until fatigue begins. It will be observed 
with such exercises that they bring about much 
less heart-strain than is the case with the more 
violent exercises commonly in use. 

For chest expansion the writer suggests a 
slight modification of the usual breathing exercise. 
Here it is: First count — ^raise arms straight 

29 



over head. Second count — take a full breath, as 
full as possible. Third count — retain air and 
bring arms down to side in relaxed position. 
Fourth count — exhale. It has been found that 
when this is done 16 to 20 times, three times a 
day, low chest expansions are readily improved. 

For a minus in calf-girth, it is effective to 
walk a block, each day, without letting the heels 
touch the ground. This, of course, is not a 
resistance exercise of the first type, but as fatigue 
is likely to begin rather soon with it, it takes real 
mental effort to maintain it for the block. Phy- 
sical directors will think of variations of the 
resistance exercises to fill the various needs. 

When all the children who have minuses 
have reported, and have had special exercises 
assigned to them, they can be told how soon 
they may report to learn if they have "gained." 
This is an essential means for sustaining interest, 
and sustained interest means physical improve- 
ment. At this time, too, the principal of the 
school can announce the two competitions — ^the 
one for physical improvement and the other for 
highest score. This latter can become a matter 
for inter-school competition. One such competi- 
tion has been described. This is one that would 
appeal most strongly to boys, and would doubt- 
less be difficult to organize for girls. In the inter- 
school competition for best-build, the five boys 
having the five highest scores would represent a 
school, let us say, and the judge would select the 

30 



best built boy of all, counting not only the boys' 
physical scores, but their posture, their symmetry, 
and possibly even details such as the shape of 
foot. The writer remembers seeing a competition 
among boys for the best shaped foot, and they 
learned more about the effect of badly shaped shoes 
and pointed toes than they had ever dreamed of. 
And this is a competition that would benefit girls 
more than boys, for most boys like comfortable 
shoes, with plenty of room, and are rather more 
proud of wearing large shoes than the reverse ! 

Besides working for physical improvement 
only, the physical scores can be used in other 
ways. For instance, some schools think it a 
mistake to give honors solely for class-room work, 
and feel that they should go to the all-around boy 
rather than to the scholastic grind only, or the 
lesson-hating athlete only. So it is that honors 
might include the physical score, or the per-cent 
of improvement, as well as a boy's athletic spirit 
and his good comradeship. 

The general theory being now described, and 
the machinery for carrying it out, we can now 
come to the actual process of gaining the physical 
standards. 



31 



CHAPTER FIVE 

THE STANDARDIZING 

MEASURING. Use a tape that will not 
stretch. Steel is preferable. In measuring hold 
lightly. There is a tendency to pull tightly on 
a tape, and as the flesh is easily compressible, it 
is possible to take an inch or more from some 
measurements without realizing it at all, and 
when inches count points it is a serious matter. 

Hold the tape lightly then and just firmly 
enough to prevent it from slipping down. By 
looking at the part being measured you can 
readily see if the tape is compressing the flesh in 
the least. It is highly essential that these direc- 
tions be followed to the letter. Any individual 
variation to any marked degree will make the 
comparisons with the standards less valuable. 
Fortunately it is a simple matter, first — to hold 
the tape lightly so as not to compress the flesh in 
the least. 

The second important point is that in meas- 
uring shoulder-girth, upper arm girth, hip, thigh, 
and calf girth, the maximum girth must be taken. 
In taking the shoulder girth it is necessary to see 
the arrangement of the tape both from front and 
from side, to be sure that it includes the greatest 
possible girth — taken at the widest part of the 
shoulders. 




The black lines show where the tape for the various 
measurements is to go. 

(Boy's score U5, heavy type, age 14.) 



In measuring the upper arm have the boy 
or girl raise the arm horizontally. Then measure 
the upper arm over the biceps. Then have the 
biceps contracted as fully as possible and measure 
at the point of maximum girth. The difference 
between the first and second measurements is 
the "difference" mentioned in the tables. 

CHEST-GIRTH. There is less uniformity 
in taking chest-girth and chest-expansion than 
with any other measurement. It is taken at 
different places, some take the girth with the 
chest relaxed, and the "expansion" is the differ- 
ence between that and the full breath. We have 
found that the relaxed position is not always the 
same with the same person, even with immediately 
successive measurements. This is especially true 
when children become self-conscious. To have 
measurements we can rely on we must find fairly 
fixed qualities, and those that can be altered only 
by growth or special training. Our "chest-girth," 
then, means the chest with the air exhaled — a 
maximum exhalation. With the boy the measure- 
/ment is taken about an inch below the arm-pits; 
with the girl at the 9th rib. 

When taking this measurement place the 
tape lightly in position, taking care not to pull it 
tightly. Tell the child to take a big breath — as 
big as possible. Note the measurement. Then 
tell the child to breathe all the air out — ALL the 
air. See that the child does not aid expansion 
or contraction by movements of shoulders. Make 

33 



it a natural breathing — but a maximum and 
minimum one. When maximum exhalation is 
reached, note the girth and put that down as 
"chest-girth," and the difference between this 
one and the first measurement — the maximum 
inhalation — is the "chest expansion" of the tables. 
This takes practice, of course, but measuring 
after a time becomes almost automatic, only see 
to it that it becomes correctly so. 

WAIST. This is the minimum measure. 
See that the subject does not hold the abdomen 
in — making a small measure. Take it relaxed. 
This measurement does not count in the scoring, 
but it aids in understanding a score if the subject 
has a minus for nearly all girths, in which case 
you are likely to find an excessively large waist- 
measure. This again may mean an unhealthy 
fatty condition, or it may mean that a flattened 
chest — caused itself by some breathing obstruc- 
tion like adenoids — is forcing the abdomen out 
unnaturally. 

HIPS. Maximum measurement. Here, as 
with shoulders, it is necessary to view from front 
and side. 

THIGHS. Maximum — to crotch and just 
under hip-muscles. Hip and thigh measurements 
are not as significant as others, and so are given 
less value. 

CALF. Maximum. This can usually be seen 
from the side, though a glance front and side 
makes for accuracy. In our scoring, we take 
average of thighs and calves and count twice. 

34 



SCORING. 

Find the table that shows a weight nearest 
to that of the subject for the same height, taken 
in whole inches. That is, we do not count frac- 
tions of an inch in height. When the weight 
comes half way between the weights given for 
the same height in two tables, compare the sub- 
ject's weight with the measurements going with 
the lighter weight. If the child is a typically 
"fat" child, no score can be made. This is not a 
normal type. 

Start with a score of 100. As the individual's 
measurements go above or below standard for 
the same height and weight, points are added to 
or subtracted from 100. 

With shoulder-girth, upper arm girths, chest- 
girth, and calf-girth, yi inch counts a point. 
With the "difference" in measurement of upper 
arm on contraction of biceps, y^ inch counts a 
point. With chest-expansion y^ inch counts a 
point. With hips and thighs, 3^ inch counts a 
point for boys, and 1 inch counts a point for girls. 
Less than 3^ of a point is not counted. 

Here is an example. The upper row shows 
the measurements of a boy. Below them are the 
standard measurements for a boy of approximately 
the same height and weight. Below that are the 
respective "plusses" and "minuses," according 
to whether the measurements are above or below 
the standard. And finally there is the "score, "which 
is gained, remember, by adding or subtracting 
the sum of the plusses and minuses from 100. 

35 



60 


92 


35^ 
35 K 


283^ 
281^ 


33^ 
33^ 


W2 

8M 


13^ 
13^ 


8 
8 


11^25 30 
1^253^30^ 


19 121^ 
185^12 




-1 


+ 13^ 




+1 










-1 


+ 13^ 


+^ 





















Adding minus and plus quantities we have 
+4. 100+4 = 104. 

A score of 104 is very satisfactory. The boy 
has no conspicuous minus quantities, and those 
he has can be made up in two or three weeks. A 
girl would be scored the same way, only it is to be 
remembered that with girls with hip and thigh 
differences from standard 1 inch counts a point. 

Remember, too, to take the average of thighs 
and calves and count twice, as is shown in the 
above example. 

And remember, too, that this scoring is really 
worth while with healthy children, and not so 
much with children who have malnutrition or 
other serious ill. 

WHAT CAN BE LEARNED FROM THE 
SCORES 
The final score gives a boy or a girl an oppor- 
tunity to gain a fair comparison between his or 
her muscular development and an ATTAINABLE 
and satisfactory standard for the same type of 
build. On the printed record blanks, which are 
arranged so that the scores can be put down as in 
the example, the individual can see just where he 
or she has fallen below standard, and so will know 
just which points need special exercise, and the 
physical director can advise in this matter. It 

36 



aids much, after that, if the individual is enabled 
to report, at reasonable intervals, to see if the 
deficiencies are made up. Some are made up 
very rapidly. 

The final score has another and very import- 
ant use. By means of taking successive scores 
real improvement can be distinguished from mere 
growth gains. It is too common to term these 
latter ''improvement." When an individual is 
taller and heavier, all the other measurements 
must improve in proportion in order to maintain 
the first score. Mere growth will not bring up a 
score. If, however, the score actually increases, 
then some or all of the other measurements must 
have improved more than was necessary for pro- 
portional growth, and you have an actual IM- 
PROVEMENT registered. This is a very signifi- 
cant matter, and a great aid in checking up the 
value of a course of training, it being thus possible 
to find if actual improvement follows its use. 
This, perhaps, is the most valuable achievement 
of this system. 



37 







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52 



DIRECTIONS FOR SCORING 

The measuring should come after a medical 
examination. A child that is not in good condi- 
tion cannot be expected to make his or her real 
score. 

The measuring is done in pounds and in 
inches, so that a pair of scales and some means 
for measuring height will be needed, as well as 
a good tape — preferably steel. 

Remember again that in measuring the tape 
must not be pulled tightly. It must not compress 
the flesh. A very slight pull is enough to hold it 
in position. Great care must be taken to culti- 
vate the habit of measuring in this fashion. 

Read previous directions as to the different 
measurements carefully, and when the measure- 
ments are taken score as follows : Begin with 100. 
Add to 100 or subtract from it according to 
whether each measurement is above or below 
standard. With shoulder-girth, chest-girth (after 
exhalation), upper arm girth and thigh-girth Y^ 
inch counts 1. With chest-expansion and con- 
traction-difference of upper arm y^ inch counts 1. 
For boys, with hips and thighs 3^ inch counts 1, 
and with girls 1 inch counts 1. Do not use frac- 
tions less than 3^ a point. 

The examining physician should report as to 
which class a girl belongs — pre-adolescent or post- 
adolescent. 

53 



In making comparisons with the tables, find 
on which table there is a weight nearest to that 
of the boy or girl for the same height. Should 
the subject's weight come squarely between two 
weights, then compare with that of the more 
slender type. 

The making up of scores and keeping of the 
records is simplified if the regular standard form is 
used. This places the measurements of the boy 
or girl on one line, and below it the standard for 
the same height and weight, and below that the 
results of the comparisons between the subject's 
measurements and the standard — the "plusses" 
and "minuses" so to speak. It is easy then to 
sum up the plusses and minuses and add the 
result to the 100. 



54 



APPENDIX 

In a Brooklyn, N. Y., public school were 73 
boys 13 years old in the 5th, 6th, 7th and 8th 
grades. Each grade was, as is usual, divided into 
two sections a half-year apart, termed 5A, 5B, 
6A, 6B, etc. These boys were measured accord- 
ing to the height-weight system, their scores 
found, and correlated with their grade standing. 
The co-efficient of correlation was .454 and the 
probable error .0627. 

The grade scores were as follows: 

8B 100, 8A 90, 7B 87.3, 7A 85.4, 6B 83.5, 6A 
80.3, 5B 80.3, 5A 78.4. 

The above shows clearly to those not ac- 
quainted with "coefficients of correlation" how 
steadily the physical score improved with the 
school grade for boys of the same age. In other 
words, there seemed to be some relation between 
mental and physical efficiency. 

A few years ago 159 boys in the Speyer 
School, an experimental school run jointly by 
Teachers College and the Public School System 
of New York, were given their physical standards. 
These boys entered in the same grade, but were 
ranked according to intelligence, after the most 
painstaking testing on the part of experts. These 
boys were grouped in 7 classes, with the brightest 
in No. 1. The 7 classes had the following physi- 
cal scores as class averages: — 

55 



1 = 95.1, 2 = 93, 3 = 85.5, 4 = 89.2, 5 = 82.7, 
6 = 80.2,7 = 80.9. 

In other words, there was a difference, even 
in the same grade, when boys of a different grade 
of intelhgence were scored physically. 

One more example — this from the Singerley 
(public) school of Philadelphia. At the time of 
measuring there were 67 boys 13 years old in the 
grades from 5 A to 8 B, inclusive. The average 
of the physical scores for each grade were as fol- 
lows: — 

8th Grade 95, 7th 93.1, 6th 86.9, 5th 86.7. 

If, then, there is a relationship between 
mental and physical efficiency, having a requisite 
muscular strength is more important than many 
of us have thought. It means more to a boy or 
girl, evidently, than mere athletic ability! 



56 



Record Blanks for Physical 
Standards 



50 Loose-leaf Record Blanks 50c. Size 6% x S% 
inches. Special quotations on large quantities. 

Seperate forms are available for boys and for girls. 
In ordering please specify which form is desired. 

Loose-leaf Binders to hold 140 blanks $1.50. 

These binders have stiff covers bound in brown 
cloth like this handbook. 

Steel Containers, with telescoping cover to hold 
1000 blanks, $2.00. Size 4x4x7 inches. 

The Academy Press 

Carteret Place, Orange, N. J. 



57 



Character Development 

A Practical Graded School Course 

by 

CHARLES KEEN TAYLOR, B. S., M. A. 



While appealing strongly to parents and others 
interested in education, this book is intended chiefly as 
a manual for the use of teachers in the primary and 
grammar schools, and contains detailed plans for the 
carrying on of a complete system of moral education. 
Mr. Taylor endeavors to bring in the entire moral field, 
considering the morality that should govern men as 
citizens, as workers, and as private individuals. 

A part of this system is the correlation and direc- 
tion of activities already in the school; but two new 
activities are added— an unusual physical training 
system for boys and a domestic-science course for girls. 
In the physical work a method is provided by which 
boys become so interested in their physical development 
that, by using this interest as a lever, their character can 
be profoundly influenced for good. The domestic- 
science plan includes the establishing of "model homes," 
for girls as low as the third grade. In these model 
homes, under suitable direction, the girls are instructed 
in matters pertaining to the home, from housekeeping 
and home sanitation to the actual care of infants. 

121110. Cloth. 2U2 pages. $1.00 net. Postage, 10 cents. 



THE JOHN C. WINSTON COMPANY 
Publishers Philadelphia 

See the following page for press comments and opinions 
of educators. 



58 



Opinions of Educators Familiar with Mr. Taylor's 
Book '' Character Development " 



"Mr. Taylor's book is remarkable, not only because it is a 
first attempt at the solution of a very diflQcult problem, the organ- 
izing of a definite programme of moral training for the eight grades 
of the elementary school, but also because Mr. Taylor appears to 
have produced a good workable programme which can be recom- 
mended for trial." LIGHTNER WITMER, 
Director, Psychological Laboratory and Clinic, 

University of Pennsylvania. 

"It is especially acceptable for the reason that I believe we 
need to give some positive instruction concerning the elements of 
character and furnish the youth of the country some definite 
standards." MASON S STONE, 

State Superintendent of Education, Vermont. 

"We have given this book a careful examination and are glad 
to be able to endorse the work. It seems to us that it has a good 
point of view. One of the most diflBcult things in the whole edu- 
cational field is to teach lessons in morals successfully." 

E. I. MATHES, 
Principal, State Normal School, Bellingham, Washington. 

"It will be very helpful to our teachers in reaching pupils who 
otherwise would take little interest in this kind of work." 

I. I. CAMMACK, 

Superintendent of Schools, Kansas City, Mo. 

"Mr. Charles K. Taylor has for many years made a special 
study of psychology and its application to the morals and the 
physical and mental development of the young. His latest work, 
Character Development, is without a rival in its clear presentation 
of the subject. It should be in the hands of every teacher and it 
also should be in every public library in the country." 

ANDREW J. MORRISON, 
Principal, Northeast High School, Philadelphia. 

"1 received the book, Character Development, and I must 
say that it is the best work on that subject that I have ever seen. 
It should be in the hands of every teacher, and I shall take pleasure 
in recommending it to the teachers under my supervision." 

R. A. MARSH, 
Hidalgo County School Superintendent, Texas. 

12mo. Cloth. 2^2 pages. $1.00 net. Postage, 10 cents. 



THE JOHN C. WINSTON COMPANY 
Publishers Philadelphia 



59 



